Elementary teachers have been identified as the single most important influence on student's future attitudes and motivations toward science. Research indicates that K-8 science teachers emphasize memorization more than the exploration of questions or critical thought as a result of their college science experiences. The reasons students gradually come to dislike science lie in the way science is taught and the curriculum used is not relevant to students' lives. This article addresses student attitudes toward physical science content knowledge and skills by modeling pedagogy appropriate for the K-8 classroom. Attitude measurements show that students are initially reticent in their approach to learning science. Upon completion of a redesigned course for education majors, students held a realistic view of science education. (Contains 2 tables.)